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How Do Lecturers Implement Case and Project Learning Models to Strengthen the Merdeka Curriculum? : A Study at Tanjungpura University, Indonesia Bistari, Bistari; Mumtazah, Nadia Wardah; Mardiyyaningsih, Asriah Nurdini; Rusdiono, Rusdiono
Jurnal Paedagogy Vol 11, No 4 (2024): Jurnal Paedagogy (October 2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i4.12892

This study explores how lecturers at Tanjungpura University implement case and project-based learning models to strengthen the Merdeka Curriculum. Employing a qualitative approach with a descriptive method, data were gathered from 49 lecturers across various faculties through questionnaires and unstructured interviews. Data analysis involved descriptive techniques, with questionnaire results analyzed by frequency and percentage, while interview responses were interpreted qualitatively to identify key themes. Findings indicate that while many lecturers have begun integrating case and project-based learning, the extent of implementation varies significantly among faculties. Significant challenges include a lack of awareness and understanding of these models, insufficient institutional support, and difficulty integrating these methods into theory-heavy or practice-oriented courses. However, factors such as the need to align teaching practices with accreditation standards and the availability of faculty development programs are essential enablers. The study concludes that case and project-based learning hold significant potential for enriching the Merdeka Curriculum, and more structured support and awareness-building initiatives are necessary to realize their full benefits. Recommendations for lecturers include improving competencies through training, collaborating in learning design, and developing evaluation methods. For policymakers, strengthening institutional support, socializing the curriculum, and reviewing policies to integrate case and project-based learning are advised.

How do elementary school teachers shape their students' self-regulated and creativity in learning mathematics? Bistari, Bistari; Hamdani, Hamdani; Rustam, Rustam; Dashela, Tarina; Mumtazah, Nadia Wardah; Veven, Veven
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29296

So far, mathematics learning has only focused on a curriculum that prioritizes outcomes over processes, so attitudes are rarely the target of learning. In fact, a positive attitude, especially self-regulated and creativity, is needed in learning mathematics and must have been formed since elementary school. This research, with the aim of describing efforts to establish independence and creativity in learning mathematics by elementary school teachers in West Kalimantan, uses a qualitative descriptive method with a questionnaire as a research instrument. The results of the study show that: (i) the formation of self-regulated learning by the teacher is very good, especially in the indicators of disciplined behavior. However, it needs to be improved on indicators of behaving based on one's own initiative; and (ii) the formation of learning creativity by the teacher is very good, especially on the indicator of having a great curiosity. However, it needs to be improved on indicators of diligent behavior and not getting bored easily.

Misconception and scientific attitude of teacher towards elementary school geometry assessed from information technology transformation Bistari, Bistari; Mumtazah, Nadia Wardah; Fitriawan, Dona; R, Zubaidah; Hamdani, Hamdani
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 1 (2023): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v14i1.15688

There is a misconception about elementary school geometry material that makes the teacher's scientific attitude in implementing learning in the classroom still not optimal and causes the application of IT transformation to be uneven. This research aims to describe the misconceptions about geometry among elementary school teachers, the scientific attitudes of elementary school teachers in the process of learning geometry, and how elementary school teachers overcome misconceptions and optimize scientific attitudes learned from the role of IT. The subjects of this study were 171 teachers from 18 districts and cities. The research was conducted in a descriptive qualitative form by giving questionnaires about elementary school geometry concepts and teachers' scientific attitudes toward learning, analyzing answers according to criteria, and exploring the relationship between misconceptions and scientific attitudes learned from IT transformation. The results of this study indicate that conceptual errors were found in the research subjects, which included generalization and specialization misconceptions; the teacher's scientific attitude influences the misconceptions experienced; and the role of IT can help calculate and visualize abstract things in learning. The application of IT in the learning process shows good results for overcoming teachers' misconceptions and scientific attitudes, and of course, it can be an option for teachers to be able to apply it with various IT-based learning media that attract students' learning interests.

Using Mathematical Poetry to Enhance Students’ Interest in Learning Mathematics by Leveraging Linguistic Intelligence Mumtazah, Nadia Wardah; Asih, Endang Cahya Mulyaning
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Using Mathematical Poetry to Enhance Students’ Interest in Learning Mathematics by Leveraging Linguistic Intelligence. Objective: Mathematics is often perceived as challenging and anxiety-inducing, leading to low student interest and motivation. This study explores the potential of mathematical poetry as a teaching material to enhance students' interest in learning mathematics by leveraging linguistic intelligence. Linguistic intelligence, which involves the effective use of language, has been shown to positively influence mathematical understanding and problem-solving abilities. Methods: This study used a mixed-method approach with a sequential explanatory design involving 65 junior high school students from various schools in Indonesia. A mathematical poetry e-book was developed and validated as a teaching tool, followed by the distribution of learning interest questionnaires and interviews to collect data on student engagement. Findings: The findings indicate that using mathematical poetry significantly increased students' interest in learning mathematics, with the overall interest level being very high. The poetry's ability to convey emotions and vivid imagery through linguistic elements such as diction, figures of speech, and thematic depth played a crucial role in capturing students' attention and fostering a positive learning environment. Students expressed excitement, joy, and a deeper connection to the material when mathematical concepts were presented through poetry. However, the study also noted that the effectiveness of this approach varies depending on students' linguistic intelligence, with some students needing more language skills to connect with the material. Conclusion: The study concludes that integrating mathematical poetry into mathematics teaching can be an innovative and effective strategy to enhance students' interest and motivation, ultimately improving their mathematical abilities. Further research is recommended to explore the long-term impact of this approach and its applicability across different educational contexts. Keywords: students’ learning interest, mathematical poetry, linguistic intelligence.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp554-568

PENGEMBANGAN E-BOOK PUISI MATEMATIKA PADA MATA PELAJARAN MATEMATIKA SMP Mumtazah, Nadia Wardah; Bistari, Bistari; Hartoyo, Agung
Jurnal Cahaya Mandalika ISSN 2721-4796 (online) Vol. 4 No. 1 (2023)
Publisher : Institut Penelitian Dan Pengambangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jcm.v4i1.1357

Mathematical poetry is considered capable of developing a culture of reading, writing, and arithmetic in the process of learning mathematics. This study aims to identify and describe the development process and the quality of the results of the development of a mathematical poetry e-book. To achieve this, the research and development (R&D) method with the 4D model (define, design, develop, and disseminate) is applied without carrying out the fourth stage. The development process begins with the define stage, which includes analyzing curriculum, needs, and materials as well as developing competency achievement indicators. After that, product prototypes were designed at the design stage, then consulted with three experts as validators at the development stage before being tested on teachers and students to find out their practicality and effectiveness. The findings of this study include the development of a mathematical poetry e-book in pdf format that is: 1) very valid in terms of material, media, and poetry aspects, with a validity value of 4.56; 2) very practical in terms of ease of use, efficiency of learning time, and benefits of teaching materials, with a practicality value of 4.25; and 3) effective in improving student learning outcomes. Based on the results of this study, it can be concluded that the mathematics poetry e-book in junior high school mathematics as a development product in this study meets the requirements as a quality development product. Nonetheless, a product with new innovations has some advantages and disadvantages.

How Do Lecturers Implement Case and Project Learning Models to Strengthen the Merdeka Curriculum? : A Study at Tanjungpura University, Indonesia Bistari, Bistari; Mumtazah, Nadia Wardah; Mardiyyaningsih, Asriah Nurdini; Rusdiono, Rusdiono
Jurnal Paedagogy Vol. 11 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i4.12892

This study explores how lecturers at Tanjungpura University implement case and project-based learning models to strengthen the Merdeka Curriculum. Employing a qualitative approach with a descriptive method, data were gathered from 49 lecturers across various faculties through questionnaires and unstructured interviews. Data analysis involved descriptive techniques, with questionnaire results analyzed by frequency and percentage, while interview responses were interpreted qualitatively to identify key themes. Findings indicate that while many lecturers have begun integrating case and project-based learning, the extent of implementation varies significantly among faculties. Significant challenges include a lack of awareness and understanding of these models, insufficient institutional support, and difficulty integrating these methods into theory-heavy or practice-oriented courses. However, factors such as the need to align teaching practices with accreditation standards and the availability of faculty development programs are essential enablers. The study concludes that case and project-based learning hold significant potential for enriching the Merdeka Curriculum, and more structured support and awareness-building initiatives are necessary to realize their full benefits. Recommendations for lecturers include improving competencies through training, collaborating in learning design, and developing evaluation methods. For policymakers, strengthening institutional support, socializing the curriculum, and reviewing policies to integrate case and project-based learning are advised.

Students’ Perceptions of Mathematics Learning Based on Their Brain Domination Group Mumtazah, Nadia Wardah; Dahlan, Jarnawi Afgani; Mulyaning A., Endang Cahya
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 8 No 2 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 8 Nomor 2 Tahun 2024
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v8i2.3142

This research discusses students' perceptions of mathematics learning based on their brain dominance. Descriptive qualitative methods were used with questionnaires and interviews. The research subjects were 26 students who filled out a questionnaire in the form of a brain dominance questionnaire, with details of 6 students who were interviewed in depth. Data analysis was carried out through discourse analysis of the interview results by considering the respondent's environmental context. The results of the research show that there are differences in perception between students who are right and left brain dominant and students who use both equally. Some students have different ease and difficulties in learning mathematics, as well as different views about the benefits of this material in everyday life. Apart from brain dominance, there are several other factors that influence students' perceptions, including the way teachers teach and the learning environment. Knowing students' brain dominance is important, because it can help teachers determine how to teach material appropriately so that it gets a good perception for all students, whether they are right-brain dominant, left-brain dominant, or those who tend to be balanced. In conclusion, students' perceptions of mathematics learning can be different, depending on their brain dominance.

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